Ifigeneia Dosi*, Eirini-Chrysovalantou Koutsipetsidou**
Democritus University of Thrace*
Queen Margaret University of Edinburgh**

The aim of the present study is twofold: (a) to examine linguistic and cognitive abilities in Greek-speaking children with Developmental Dyslexia (DD) or Developmental Language Disorder (DLD), and (b) to detect whether the performance on Sentence Repetition Task (SRT) is affected by (verbal) working memory (WM) abilities.Previous studies have indicated that children with bothDLDand DD have lower linguistic and WMabilitiesin comparison to their peers. More recent studies focus on the interaction of these two abilities, indicating that the linguistic deficit is driven by the cognitive deficit. Sentence Repetition Task (SRT) isan appropriate and reliable tool for measuring both linguistic and cognitive abilities. For this reason, we tested 30 monolingual children (with DD, DLD and non-impaired controls) by means of an SRTand a verbal working memorytask(VWMT). The results have shown that both clinical groups had lower linguistic and cognitive abilitiesthan the control group; however the DLD group show a lower performance on the SRTboth in terms of accuracy and grammaticality in comparison to the DD group.Interestingly,we found that theperformanceon the VWMT predicts the accuracy on the SRT, while lexical knowledge predicts thegrammaticalityscores in both clinical groups, albeit not in the control group.From our findings we deduce that(a) both clinical groups have impaired linguistic and cognitive abilities; however the DLD group encounters more difficulties withtheir linguistic abilities and (b) SRT measures both morphosyntactic abilitiesand WM abilities, as different predictor variables have a different impact on participants’performance.

Julia Antypa*, Angeliki Efthymiou**, Maria Mitsiaki**
Lexicographe*
Département d’Education Elémentaire Université Démocrite de Thrace**

The present paper reports on a Greek lexicographic project that introduces dictionary use in early primary school curriculum providing children with a useful workbook during their first literacy steps. What follows is a brief account of the factors taken into consideration and the decisions made in order to adjust the dictionary to its user preferences, to map linguistic information on effective illustration and to raise pedagogical interest, reducing the metalinguistic difficulties that a dictionary can convey.

Lydia Mitits
Democritus University of Thrace

The purpose of the study was to investigate the views held by teachers in Thrace, Greece with respect to their multilingual students and the teaching practices. A questionnaire (De Angelis, 2011) was used to assess teachers' beliefs about the role of prior linguistic knowledge, the teacher, the school and the family in the education of multilingual learners, as well as about their teaching practices. The effect of variables (gender, age, subject taught, teaching experience, intercultural education, and contact with languages) on teachers‟ attitudes and beliefs were examined. 60 primary and secondary school teachers, who mainly taught languages but also other school subjects, participated. They worked in an area comprising a significant number of multilingual learners with a non-Greek L1 belonging to the minority or immigrant families. Overall results suggest that teachers tend to share similar views and that the tested variables significantly affected their responses on a number of questions.

Edited by Nina Lazarević*, Tatjana Paunović* and Ljiljana Marković**
University Of Nis, SRB*
University of Belgrade, SRB**

This paper reports on how Lesson Study (LS) has been used and researched as a supporting tool in EFL teacher education at the University of Stavanger. LS has been a compulsory part of EFL teacher education courses at the University of Stavanger since 2012. All EFL student teachers are required to carry out a LS project during their group teaching practice and to write a follow-up report that includes reflective notes and a presentation to their peers. Data collected over the last four years has included recordings of supervision sessions, video-recorded lessons, focus group interviews, LS reports and student reflection notes. These were analysed using two types of content analysis: the first was where the categories emerged from the text (Krippendorf 2013), while the second used a predesigned rubric adapted from Cochran-Smith et al. (2009). The experiences and research on LS in EFL teacher education at the University of Stavanger show that, while it is challenging and demanding, the student teachers nevertheless acknowledge that it makes a positive contribution to their professional teacher development. The implications are that there are clear benefits of using LS as a supporting tool in EFL teacher education.

Maria Mitsiaki*, Iraklis Pliakis**
Democritus University of Thrace*
University of Reading**

This paper presents a cross-thematic project of Sociology and Greek Language seen under the perspective of Intercultural Education. We approached the notion of “migration” to a multicultural class of 14 3^rd Grade pupils of the Greek Senior High School (SHS) coming from Albania, Romania, Moldova and Greece. All foreign pupils have attended primary school in Greece and have good command of the Greek language. The 7-hour intercultural cross-thematic project was implemented as follows: 1. “Minorities-subcultures and diversity”, 2. “Economic migrants and political refugees: a multicultural setting”, 3. “Different migration policies”, 4 “We vs the others”: stereotypes, prejudice and racism”. The project’s effectiveness was evaluated via a) written production, b) questionnaires, and c) hypothetical condition tasks. The findings suggest that, in spite of the pupils’ initial reluctant attitude, at the end we reached an equitable interaction of the diverse cultures within the class by sharing cultural expressions through dialogue and by experiencing mutual respect.

Anna Anastassiadis-Symeonidis*, Asimakis Fliatouras**, Georgia Nikolaou*
Aristotle University of Thessaloniki*
Democritus University of Thrace**

The aim of this paper is to discuss the theoretical background and methodological tools for the elaboration of a specialized dictionary, the Dictionary of the Learned Elements of Modern Greek (DILLEMOG). The learned level of Modern Greek (MG), which originates from the natural diachronic inheritance and from the prototyping of Ancient Greek, includes segments, structures and processes which pertain to all levels of linguistic analysis. DILLEMOG will constitute an innovative lexicographical database which will provide the user with all the necessary information on the [+ learned] linguistic items of MG, such as definitions, collocations, degree of learnedness, lexical and morphological classification, functionality and usage.

Zoe Gavriilidou and Alexandros Papanis
Democritus University of Thrace

The purpose of the present study was to examine the effect of strategy instruction on the use of strategies by Muslim primary school EFL learners, when they engage in reading and listening comprehension as well as vocabulary learning. 122 students attending minority schools in Xanthi and Rodopi, aged from 10 to 12 years old, participated in the study. They were divided into an experimental group who followed a specially designed programme aiming at raising learning strategy use, and a control group who followed only the typical English language programme. Strategy use in both groups was evaluated with a standardized questionnaire based on previous work by Oxford (1990) and O’ Malley and Chamot (1990), distributed before and immediately after the intervention programme. The results showed that the learning of the experimental group, compared to the control group, significantly improved because of an increased use of metacognitive, cognitive, and socio-affective strategies. These findings stress the need for designing special curricula for raising students’ strategic use of language in second or foreign language teaching.

Costas Canakis
University of the Aegean

Stadiou Street bespeaks a story of urban de-gentrification and appropriation by ‘the others’ of Greek society, as suggested by the spray-canned messages on its prized national monuments and up-market shops. The linguistic landscape (LL) has become an arena for the discursive public negotiation of gendered and sexed predicates and meanings, as well as for the discursive production of social categories. It surfaces as a radically globalized ‘canvassing’ arena, which is being transformed through mass media, social media, and contact among local advocacy groups. Therefore, although writing can arguably be considered static, the LL of Stadiou can hardly be conceptualized – let alone studied – as static. To this effect, I approach Stadiou Street ethnographically arguing for the advantages of this approach to the LL as semiotic space.

Ifigeneia Dosi*, Despina Papadopoulou**
Democritus University of Thrace*
Aristotle University of Thessaloniki**

 The present study aims at exploring: (a) the role of the educational settingin the acquisition of aspect and executive functions (i.e. updating) skills, (b)the acquisition of the aspectual features in Greek-German bilingualchildren and (c) the impact of updating on the acquisition of aspect.Imperfective aspect has been found to be acquired later than perfectivein previous studies. Moreover, a bilingual educational setting seems toenhance not only cognitive but also linguistic abilities. The participantsof the present study are Greek-German bilingual children, who attend abilingual or a Greek dominant educational setting. They were tested intwo baseline tasks, two linguistic tasks and an executive function,updating, task. Thefindings reveal that bilinguals who attend amonolingual educational setting performed similarly to the monolingualcontrol group on aspect, whereas bilinguals who attend a bilingualeducational setting scored lower than the monolinguals. In the updatingtask, the students of the bilingual educational setting scored higher thanthe other groups. Overall, ourfindings suggest that the bilingualeducational setting seems to boost executive function (updating) skills,while the acquisition of aspect is affected by vocabulary knowledge.

Karen Forbes
University of Cambridge, UK

While the importance of considering the wide variation among language learners has been brought to the forefront in recent years, the impact of such individual differences on the process of second or foreign language writing has been largely neglected. This paper aims to explore the ways in which individual students develop and transfer strategies within and between foreign language (FL) and first language (L1) writing. A two-phase intervention of strategy-based instruction was conducted primarily in the FL German classroom, and later also in the L1 English classroom of a Year 9 (age 13–14) class in a secondary school in England. This paper draws on in-depth qualitative data from writing tasks and stimulated recall interviews. A range of students’ trajectories through the intervention were evaluated and four distinct writer ‘profiles’ were identified: the strategic writer, the experimenter, the struggling writer and the multilingual writer. Both the development and transfer of strategies for these students were shown to be influenced by a complex and dynamic range of factors such as the learner’s proficiency level, their level of metacognitive engagement with the task, their attitude towards writing and their strategic use of other languages in their repertoire.

Mirosław Pawlak* and Zuzanna Kiermasz**
Adam Mickiewicz University, Kalisz, Poland / State University of Applied Sciences, Konin, Poland*
Łódź University, Poland**

Although multilingualism has become a fact of life in the last few decades, this phenomenon has largely failed to find a reflection in research on language learning strategies. Even when scholars have addressed this issue, it has mostly been done with the purpose of proving the advantage of multilingualism over bilingualism, and scant attention has been given to how the nature, utility or status of a particular additional language can impact the frequency and patterns of strategy use. The present paper seeks to partially fill this gap by investigating the employment of strategies by 107 Polish university students majoring in English and, at the same time, being required to reach a high level of proficiency in another additional language. The data were collected by means of the Strategy Inventory for Language Learning (Oxford, 1990) and interviews conducted with selected participants. A combination of quantitative and qualitative analysis demonstrated that strategy use in the second language was higher than in the third language, both overall and with respect to specific groups of strategies, mostly traditional and memory strategies were deployed, and the outcomes could be attributed to the proficiency level in both languages and varied motivation to master these languages.